Examining curriculum materials utilization: a participatory approach to EFL teachers’ use in mainland China

Introduction This study investigates an often-overlooked aspect of language teaching: the use of cultural content in a coursebook. Methods The research includes analysis of teaching materials, interviews, and classroom observations of two senior high school English teachers. Using Remillard’s participatory framework, the study explores the complex relationship between teacher knowledge and practice in managing cultural content in coursebooks. It examines how teachers interpret and apply cultural elements, showing the dynamic connection between their expertise and the cultural content within the curriculum. Results Four stages of cultural content interaction across pre-, mid-, and post-lesson phases are identified, along with four influencing factors. Discussion The findings reveal that curriculum materials serve as both resources and catalysts for fostering cultural awareness; they provide insights to enhance teachers’ professional development by effectively integrating cultural content into real classroom settings.